The primary purposes of this study were to discover any connections between leadership effectiveness and collective efficacy from campuses in the Katy Independent School District. It also was designed to discover other possible connections between teacher demographic variables and collective efficacy. The research study for leadership was based on the leadership work of Kouzes and Posner and the survey they created, the Leadership Practices Inventory (LPI). The collective efficacy piece was based on the work of Roger Goddard and his work on the collective efficacy survey for school personnel. Leadership effectiveness had a low positive correlation on collective efficacy. All five practices also had a low positive correlation on collective efficacy. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Encourage Others to Act, and Encourage the Heart. The Challenge the Process practice had the highest correlation on collective efficacy. Each of the practices had breaks at the 30th and 70th percentile groups based on Kouzes and Posner’s norming group of approximately 18,000 participants. Schools scoring in the below the 30th percentile group in the Model the Way practice werestatistically significantly different than schools scoring in the middle or upper ranges. Schools scoring in the below the 30th percentile group in the Encourage Others to Act practice were statistically significantly different than those scoring in the middle or upper groups as well. There were no other practices showing significant differences in their respective groups. Most length of employment variables showed a low correlation on leadership effectiveness and collective efficacy. Length of employment in Katy ISD had a moderate negative correlation on leadership effectiveness. The researchers categorize schools as schools with high or low collective efficacy based on the teacher comments. High collective efficacy schools commented that they worked as teams and had administrative support. Lower collective efficacy schools mentioned administrative constraints, home life issues, lower administrative support, and lower discipline. The schools were categorized as positive leadership mentioned administrative support, encouragement, and principals who listened. In more negative leadership schools, teachers commented about communication problems and minimal rewards.

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Thesis advisor: Raquel Muñiz / Research has shown that collective efficacy, school-based leadership, and social and emotional (SEL) competencies positively contribute to student success. In the context of education, collective efficacy refers to whether teachers believe in the ability and capacity of their colleagues to support the achievement of all students. Limited research has examined the bridge between leadership practices and the primary sources of collective efficacy: mastery experiences, vicarious experiences, verbal/social persuasion, and affective states. The purpose of this qualitative case study was to identify leadership practices and determine how they shaped the sources of collective efficacy. Findings indicated that leadership practices – meeting time, professional development, positive praise, coaching, feedback, and sharing expertise – modeled the SEL competencies of social awareness, relationship skills, and responsible decision-making. Implications of these findings further establish the sources of collective efficacy as influential factors that shape adult interactions, actions, reflections, and ultimately, student achievement. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This investigation of teachers computer use prompted by a 1999 Provincial Assessment finding that students were performing below Provincial expectations in use of the World Wide Web / Internet and identification of teachers as students greatest source of computer knowledge. It was found that the majority of teachers have the necessary knowledge and skills to use computers in the classroom, but teachers predominantly used computers for personal and general purposes. It was also found that teachers represent a large source of influence on their colleagues computer knowledge and skills. This influence, defined through the construct of collective efficacy, was found to differ between schools with higher and lower levels of collective efficacy in their perceptions of the image portrayed by using the World Wide Web / Internet in the classroom. Teachers in schools with high and median levels of collective efficacy were found to differ significantly from teachers in schools with lower levels of collective efficacy in the potential status a teacher may obtain within their school from using the World Wide Web / Internet. <p>Additionally this study offers support for Venkatesh and Davis (2000) theoretical proposition that the image construct is less susceptible to the influence of experience an individual may have with a particular computer application. However due to small sample size of this study these results must be interpreted cautiously.

Genom att få personal och grupper att agera proaktivt i så kallade slimmade organisationer (Lean Production) kan risk för likriktning och stagnation motverkas trots hård effektivisering. Låg grad av samhörighet i grupper har i studier konstaterats försvaga proaktivitet, medan ledarskapsstilar såsom delaktigt och transformativt ledarskap tycks stärka samhörigheten och proaktiviteten. Innevarande studie ämnade pröva sambanden på lägre hierarkisk nivå mellan proaktivitet och ledarskapsstilar, proaktivitet och gruppens kollektiva tilltro till förmåga, genom Banduras begrepp ”Collective efficacy”, och den samlade effekten på proaktivitet genom ledarskapsstil och gruppens tilltro på sin kollektiva förmåga. 411 deltagare i ett större företag inom fordonsbranschen skattade sin ledares stil och sin grupp varefter utvalda index reliabilitetstestades och aggregerades till gruppnivå. Resultatet visade att både ledarskapsstil och gruppens tilltro till sin kollektiva förmåga bidrog signifikant till proaktivitet på gruppnivå, men att det delaktiga ledarskapet endast hade en ytterst svag och varierande effekt, vilket visar problematiken med delaktighet på lägre hierarkisk nivå. Ledarskapet visade sig ha en svagare effekt på proaktivitet än gruppens tilltro till sin kollektiva förmåga, vilket ger intressanta implikationer för framtida ledarskapsfrågor på låg hierarkisk nivå.

This investigation of teachers computer use prompted by a 1999 Provincial Assessment finding that students were performing below Provincial expectations in use of the World Wide Web / Internet and identification of teachers as students greatest source of computer knowledge. It was found that the majority of teachers have the necessary knowledge and skills to use computers in the classroom, but teachers predominantly used computers for personal and general purposes. It was also found that teachers represent a large source of influence on their colleagues computer knowledge and skills. This influence, defined through the construct of collective efficacy, was found to differ between schools with higher and lower levels of collective efficacy in their perceptions of the image portrayed by using the World Wide Web / Internet in the classroom. Teachers in schools with high and median levels of collective efficacy were found to differ significantly from teachers in schools with lower levels of collective efficacy in the potential status a teacher may obtain within their school from using the World Wide Web / Internet. <p>Additionally this study offers support for Venkatesh and Davis (2000) theoretical proposition that the image construct is less susceptible to the influence of experience an individual may have with a particular computer application. However due to small sample size of this study these results must be interpreted cautiously.

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Viktigt för ett bra gruppklimat är bland annat gruppens kommunikationsmönster och tidigare framgångar, något som är beroende av tydliga mål för arbetet. Tidigare forskning har påvisat ett positivt samband mellan gruppens kollektiva efficacy och dess prestationer. Området kollektiv efficacy är relativt välforskat, dock tycks frågan om vilka faktorer som har betydelse för kollektiv efficacy i arbetsgruppen stå relativt obesvarad. Inom området dominerar kvantitativ metod, varpå en kvalitativ ansats bedömdes lämplig i denna undersökning. Syftet med denna undersökning var att undersöka vilka faktorer som har betydelse för individens upplevelse av kollektiv efficacy i arbetsgruppen. Undersökningen baserades på intervjuer med 7 medlemmar av olika arbetsgrupper inom vitt skilda branscher. Kärnan i berättelserna om individens upplevelse av kollektiv efficacy låg i betydelsen av stöd och delaktighet på arbetsplatsen, både mellan medlemmarna i gruppen och mellan arbetsgruppen och ledningen. Slutsatsen är att gruppmedlemmars upplevelse av kollektiv efficacy är beroende av samspelet mellan inomgruppsfaktorer och ledarskapsfaktorer.

The purpose of the study was to investigate relationships among teacher selfefficacy, trust, and collective efficacy among teachers in a southwest Texas school district. The research included three established surveys combined to create a single survey. A multivariate analysis of variance was conducted to analyze the data from the survey. The study analyzed the results of surveys completed by 746 teachers. The surveys completed were the Teachers’ Sense of Self-Efficacy Scale, Collective Efficacy Scale, and Omnibus T-Scale. Factors considered in the analysis of data included gender, number of years of experience, ethnicity, and the level of mentorship provided. A multivariate analysis of variance was conducted to assess if differences exist in the Teachers’ Sense of Self-Efficacy Scale subscales of student engagement, instructional strategies, classroom management, Omnibus T-Scale subscale of trust in principal, trust in colleagues, trust in clients, and collective efficacy between schools. The results suggest that simultaneous differences exist in dependent variables between schools. However, further analysis also showed all schools with the exception of one scored higher than 84 percent of the standardized school sample in trust in students’ ability to perform. In comparing survey responses across teacher demographics, results showed gender differences in trust in principal, trust in clients, and collective efficacy. When comparing the responses to national averages, the results were as follows: self-efficacy showed patterns that were below average, trust showed patterns that were above average, and collective efficacy was average. This research study contributes to the theoretical rationale explaining the relationship between self-efficacy, collective efficacy, and trust. Further research could be done in the area for school administrators to improve student achievement through working to raise collective efficacy beliefs and trust of their faculty.